OPR , WPR , Spelling Dictation, Word Analysis, and Sentence

SC

TI – R

F E

nd

orsed

DE

MO

NS

TR

AT

ION

LE

SS

ON

6 45 m

inu

tes – OP

R, W

PR

, Sp

elling

Dictatio

n, W

ord

An

alysis, and

Sen

tence C

on

structio

n

2021© S

palding Education International 1

Descrip

tion

D

irection

s O

PR

/WP

R/

Sp

elling

Dictatio

n

Wo

rd A

nalysis

Sen

tence C

on

structio

n (M

od

el)

Step 1: P

lan the Lesson

• S

elect academic w

eek in the grade-level T

eacher’s Guide.

• W

hen

sub

mittin

g, in

clud

e the

follo

win

g: g

rade level an

d

academ

ic week fro

m TG/RFSTG

, co

mp

leted W

ord

An

alysis L

esson

Plan

(inclu

ded

), and

co

mp

leted S

enten

ce C

on

structio

n L

esson

Plan

Mo

del

(inclu

ded

).

• U

se 20 phonograms for O

PR

S

teps 1 and 2.

• U

se 10 phonograms for W

PR

w

ith Delayed F

eedback.

• S

elect 5 words from

the T

eacher’s Guide W

eek’s lesson.

• D

o not exceed 15 minutes.

• P

art 1: Review

words, m

arkings, rules, and/or pronunciations students had difficulty w

ith during dictation.

• P

art 2: Plan and prepare an

activity that addresses specific m

arking(s), rule(s), pronunciation(s), etc. that students need to practice.

• P

art 3: Assess students’

knowledge of P

art 2 content on an individual level.

• P

art 1: Do not exceed 3 m

inutes. P

arts 2 & 3: D

o not exceed 12 m

inutes.

• P

ick 1 unfamiliar w

ord entered during S

pelling Dictation.

• D

o not exceed 15 minutes.

SC

TI – R

F E

nd

orsed

DE

MO

NS

TR

AT

ION

LE

SS

ON

6 45 m

inu

tes – OP

R, W

PR

, Sp

elling

Dictatio

n, W

ord

An

alysis, and

Sen

tence C

on

structio

n

2021© S


Descrip

tion

D

irection

s O

PR

/WP

R/

Sp

elling

Dictatio

n

Wo

rd A

nalysis

Sen

tence C

on

structio

n (M

od

el)

Step 2:

Deliver the Lesson

• P

ractice all procedures (see S

palding Resource C

enter videos and D

elivering section of T

G/R

FS

TG

).

• R

eview S

palding Observation

Checklist (included).

• F

ocus on exact procedures with

active participation by all students.

✓

Include a Spelling F

ocus Co

ach.

✓

Give m

eaningful sentences for all w

ords (K-1) and unfam

iliar w

ords (2-6) only. ✓

A

void repetitious phrases, e.g., “T

he next word is. . .” or “M

ark, read, rule.”

✓

Read for S

pelling, Read for

Reading.

✓

Part 1 happens after S

pelling D

ictation, not during. ✓

P

art 3 can occur while

monitoring the P

art 2 activity or as a separate com

ponent.

✓

To identify the unfam

iliar word,

circle it in the sentences. ✓

T

o identify the part of speech, label (i.e., noun, verb, adjective, etc.) near the unfam

iliar word

and draw an arrow

to the w

ord(s) that justify the part of speech.

✓

To identify the clues that

determine the m

eaning of the unfam

iliar word, underline the

supporting words and phrases.

✓

Have students identify the

unfamiliar w

ord, part of speech, and clues in their independently com

posed sentences.

Step 3: V

ideo the Lesson

• V

ideotape the lesson in 3 separate videos.

o

Video 1: O

PR

& W

PR

o

V

ideo 2: SD

& W

A

o

Video 3: S

CV

SC

TI – R

F E

nd

orsed

DE

MO

NS

TR

AT

ION

LE

SS

ON

6 45 m

inu

tes – OP

R, W

PR

, Sp

elling

Dictatio

n, W

ord

An

alysis, and

Sen

tence C

on

structio

n

2021© S


Step 4: S

hare w

ith SE

I

• C

ontact : certification@

spaldingeducation.org and provide the follow

ing inform

ation: name, grade, school,

academic w

eek in the TG

/RF

ST

G,

Dem

o 6, and date.

• A

link to upload will be sent after

email confirm

ation has been received.

• U

plo

ad d

emo

video

s, com

pleted

lesso

n p

lans (W

ord

An

alysis L

esson

Plan

, and

Sen

tence

Co

nstru

ction

Lesso

n P

lan

Mo

del).

Dem

o E

xpectations

• Lesson does not exceed 45 m

inutes.

• P

hilosophy: Implem

ented 100%

• M

ethodology: Implem

ented 100%

• P

rocedure is 100% im

plemented.

(If procedure is implem

ented less than 100%

of the time or w

ith less than 100%

accuracy, you w

ill be asked to review procedure

and/or complete professional

development before resubm

itting D

emo 6.)

• P

rocedure is 100% im

plemented.



of the time or w

ith less than 100%

accuracy, you w




itting D

emo 6.)

• P

rocedure is 100% im

plemented.



of the time or w

ith less than 100%

accuracy, you w




itting D

emo 6.)

mailto:[email protected]

SC

TI – R

F E

nd

orsed

DE

MO

NS

TR

AT

ION

LE

SS

ON

6 45 m

inu

tes – OP

R, W

PR

, Sp

elling

Dictatio

n, W

ord

An

alysis, and

Sen

tence C

on

structio

n

2021© S


Descrip

tion

D

irection

s O

PR

/WP

R/

Sp

elling

Dictatio

n

Wo

rd A

nalysis

Sen

tence C

on

structio

n

(Mo

del)

Read

ing

(5 M

ental A

ction

s)

Feedback

from S

EI

• T

he Spalding C

ertification D

epartment w

ill send feedback w

ithin 2 weeks after receiving the

video.

• S

EI C

ertification Departm

ent will

send you the analysis with

reinforcements/refinem

ents.

• D

o NO

T schedule the 7

th observation before receiving and im

plementing feedback from

Dem

o 6.

• If you have any questions, please contact: certification@

spaldingeducation.org

mailto:[email protected]

2021©Spalding Education International 1

Spalding Observation Checklist (Demo 6 - RF Endorsed)

THE SPALDING METHOD +/- COMMENTS

Philosophy

Does the teacher…

1. Make students’ physical and mental well-being a primary concern? (WRTR 4)

Ensure that students maintain proper sitting position (hips

back, feet flat…).

Have all students face the front for whole group

instruction.

Implement good classroom management.

Demonstrate a positive feeling tone with praise for good

performance.

2. Have high expectations for students of differing ability

levels? (WRTR 4)

3. Self analyze lesson planning and delivery to enhance

student achievement?

Methodology

Does the teacher…

1. Provide explicit, interactive, diagnostic instruction? (WRTR 5)

Have students explain the purpose for each new task.

Model new skills, check understanding, coach, and

scaffold/fade as appropriate.

Have students articulate, reflect, and perform tasks

independently.

Observe students having difficulty and respond

appropriately in all lessons.

Observe students who are not actively engaged and

respond appropriately.

2. Consistently provide sequential, multisensory instruction? (WRTR 5)

Follow the sequence, procedures, and routines in WRTR

and Teacher's Guide.

Incorporate auditory, visual, kinesthetic, and tactile

learning in all lessons.

3. Demonstrate integrated language arts instruction? (WRTR 5)

Explain the connection between spelling, writing, and

reading objectives. “We learned how to spell these words,

now let’s learn their meanings and usage.”



ORAL PHONOGRAM REVIEW +/- COMMENTS

Does the teacher follow daily Oral Phonogram Review procedure?

Step 1

T Use a maximum of 30 cards at one time.

T Pass cards back to front, showing only one card at a time.

T Listen for precise pronunciation of sound(s). (no voice overs)

T Cover card if mispronounced; then pronounce precisely,

e.g., /b/ (not /buh/).

T Have students repeat sound(s) precisely. (no voice overs)

Step 2

T Show phonograms a second time.

T Continue to listen for precise pronunciation of sound(s).

(no voice overs)

T

Ask knowledge questions that clarify which phonogram to use,

then application questions that require students to apply

knowledge of phonograms in words.

S Have students respond and explain.



WRITTEN PHONOGRAM REVIEW +/- COMMENTS

Does the teacher follow daily Written Phonogram Review procedure?

T

Set a Handwriting Focus for each WPR, e.g., “Focus on

beginning clock letters at 2 on the clock.” Model focus. Have

students sound and write modeled phonogram(s).

T Use a maximum of 20 phonograms at one time.

T Pronounce phonograms precisely.

S Require students to precisely say sound(s) in unison.

(no voice overs)

T Give cues as needed.

S Require students to precisely say sound(s) softly just before

they write. (no voice overs)

S Give immediate feedback for new learning, delayed feedback

thereafter.

T-S

Model evaluating and then coach as students evaluate their

handwriting and articulate their analyses based on the day’s

focus.



SPELLING DICTATION +/- COMMENTS

Does the teacher follow Spelling Dictation procedure?

T-S Model/Coach Spelling Focus.

T Say word in normal speech.

T Give sentence for each word (K-1) or each unfamiliar word (2nd

grade and above).

T Use fingers to provide visual cues of phonogram sounds and

both hands to denote syllables. (no voice overs)

S Have students say sound(s)/syllables, then sound and write the

word. (no voice overs)

S

Have students dictate word to teacher by sound/syllable.

Have students dictate marking(s) to teacher, then read word.

Have students dictate rule(s) to teacher.

T

Write word as students dictate by sound/syllable.

Write marking(s) as students dictate.

Write rule(s) as students dictate.

S Have students read for spelling from teacher's model.

S Have students read for reading from teacher's model.

WORD ANALYSIS +/- COMMENTS

Does the teacher follow daily Word Analysis procedure?

T-SReview markings/rules students had difficulty with during

Spelling Dictation.

S Have students participate in a planned activity focusing on

specific rules and/or markings.

T Evaluate students’ knowledge of the specific rules and/or

markings on an individual level.



SENTENCE CONSTRUCTION WITH HFV (MODEL) +/- COMMENTS

Does the teacher follow Sentence Construction with High-Frequency Vocabulary procedure?

T Provide a model sentence that includes clues to determine

usage and meaning of an unfamiliar word.

T Model thinking out loud using clues to determine usage and

meaning of the unfamiliar word.

S

Have students answer questions that demonstrate

understanding of using clues to determine usage and meaning

of the unfamiliar word.

T Provide a coaching sentence that includes clues to determine

usage and meaning of the unfamiliar word.

S

Have students explain how to use clues in the coaching

sentence to determine usage and meaning of the unfamiliar

word.

S Have students brainstorm examples of ways to use the

unfamiliar word, e.g., mass of people, mass of stars.

S

Have students compose oral sentences with the unfamiliar

word that include clues to determine usage and meaning

(compose sentences in whole group or with a partner).

S

Have students independently compose oral or written

sentences with the unfamiliar word that include clues to

determine usage and meaning.

Word Analysis Lesson Plan

Part 1: Be aware of hesitations or lack of participation during Spelling Dictation. Make a list and discuss AFTER the day’s Spelling Dictation.

Part 2: Prepare a planned activity addressing rules, markings, and/or pronunciations that are difficult for your students.

• Activity (Circle One):

Rule/Word Sort Destinations Card Swap Word Builder Cards

Mix It Up Other:__________________________

• List the rules, markings, and/or pronunciations this activity will address.

Part 3: Describe how you will check application on an individual level.

Sentence Construction with High-Frequency Vocabulary (Model)

Word: Part of Speech:

Defi nition: ______________________________________________________________________________

__________________________________________________________________________________________

1. Teacher providesa model sentencethat includes clues todetermine usage andmeaning of an unfamiliarword.

Circle unfamiliar S/V word, underline clues that show meaning of unfamiliar word, and draw an arrow from unfamiliar word to clues that show part of speech.

2. Teacher models thinkingout loud using cluesto determine usageand meaning of theunfamiliar word.

I think _____________ is a(n) ___________because ___________________________________________________________________.

It means _____________________________ because __________________________________________________________________.

3. Students answerquestions thatdemonstrateunderstanding of usingclues to determine usageand meaning of theunfamiliar word.

What does ___________________ mean?How did the sentence help you determine the usage and meaning of ___________________?How can you use this strategy to improve the sentences you write?

4. Teacher provides acoaching sentencethat includes clues todetermine usage andmeaning of the unfamiliarword.

Circle unfamiliar S/V word, underline clues that show meaning of unfamiliar word, and draw an arrow from unfamiliar word to clues that show part of speech.

5. Students explain how to use clues in the coaching sentence to determine usageand meaning of the unfamiliar word.

6. Students brainstormexamples of ways to usethe unfamiliar word.

Examples:

7. Students compose oral sentences with the unfamiliar word that include clues todetermine usage and meaning.

8. Students independently compose oral/written sentences with the unfamiliar wordthat include clues to determine usage and meaning.

Documents

OPR , WPR , Spelling Dictation, Word Analysis, and Sentence